GCRI · Sociedad y desarrollo humano
Educación y capacidades
Educación builds the capabilities people need to lead lives they value: literacy, numeracy, skills and the confidence to participate. Many children attend school without learning foundational skills, and crises close schools and push children out. This page sets out how learning happens and is disrupted, how access and learning are measured, and what evidence serves the education authorities and agencies responsible.
Education and capabilities on the record.
Education and capabilities: how the risk develops.
Learning inequality and societal opportunity. The dossier below sets out how the risk develops, what is measured, where the data come from, how it is modelled and who decides.
Schooling is not learning
Enrolment has risen widely, but many children leave primary school unable to read a simple text. Foundational learning is the core gap.
Lost learning compounds
Children who fall behind early struggle to catch up, and school closures in crises widen gaps that persist.
Barriers differ by group
Poverty, gender norms, disability, displacement and language keep particular groups out of school or learning less.
Schools need protection
Attacks on schools, disasters and use of schools as shelters interrupt education; safe school planning reduces disruption.
Social protection and cohesion.
La pantalla que utilizaría un equipo para seguir esta materia: sus mediciones, estados y decisiones. Los nombres son ejemplos y los valores son ilustrativos.
Social protection and cohesion
Education and capabilities · Urban ward 9 · Year 2
Coverage by quintile
Cohesion survey
| Trust in neighbours | 58 | 47 | ▼ 3 |
| Trust in local authority | 47 | 58 | ▼ 5 |
| Reported discrimination | 12 | 12 | ▲ 4 |
Education builds the capability to manage risk in every domain.
Findings are designed for the serie Evidence Brief. UNESCO’s Global Educación Monitoring Report tracks SDG 4.
- Learning disruption data.
- Evaluations of risk education.
How education and capabilities is modelled, measured and tested.
El modelo, sus supuestos, sus datos y su incertidumbre, en la forma en que un científico o un ingeniero los comprobaría. Las estructuras siguen métodos publicados. Los valores representados son ilustrativos, no hallazgos.
Modelo de sistema
The couplings between the systems in education and capabilities: signs of influence, a reinforcing and a balancing loop, and cross-links where stress jumps.
Qué se mide y con qué calidad.
Cada indicador lleva su unidad, su periodicidad, el tipo de fuente que lo respalda y la etiqueta de evidencia que llevaría un valor. No se muestran valores: un programa los aporta bajo su propia autoridad.
| Indicador | Unidad | Cadencia | Tipo de fuente | Etiqueta |
|---|---|---|---|---|
| Out-of-school rate | percent of children of school age | anual | UIS data | ESTIMADO |
| Learning poverty | percent of ten-year-olds unable to read and understand a simple text | por evaluación | World Bank and UIS estimates | ESTIMADO |
| Minimum proficiency in reading and mathematics | percent of students | por evaluación | SDG indicator 4.1.1 assessments | OBSERVADO |
| School days lost to closures | días | por evento | Educación ministry records | NOTIFICADO |
| Gender parity index in enrolment | ratio | anual | UIS data | Estadísticas publicadas |
| Education spending | porcentaje del PIB | anual | UIS and budget data | Estadísticas publicadas |
De dónde procede la evidencia.
Conjuntos de datos públicos y registros institucionales identificados, cada uno con su tipo de licencia. Las fuentes obtenidas por acuerdo solo se utilizan conforme a sus condiciones y nunca se republican.
| Fuente | Lo que aporta | Tipo de licencia |
|---|---|---|
| Instituto de Estadística de la UNESCO | Enrolment, completion, learning and spending | Open, CC BY-SA 3.0 IGO |
| UNESCO Global Educación Monitoring Report | Analysis of progress on education goals | Public, UNESCO terms |
| International learning assessments such as PISA, TIMSS, PIRLS and regional assessments | Resultados de aprendizaje | Public results, terms per programme |
| Global Coalition to Protect Education from Attack | Attacks on education | Public, terms to check |
| Comprehensive School Safety Framework resources | Safe schools planning | Public, terms per publisher (to check) |
Quién decide y a qué sirve la evidencia.
Society and Human Development prepares evidence. The decisions below are taken by the authorities named, under their own rules, and never by the platform.
| Quién decide | La pregunta | Evidencia a la que sirve esta página |
|---|---|---|
| Educación ministries | Where to focus on access and foundational learning | Profiles; programme evaluations |
| Education in emergencies agencies | How to keep children learning in crises | Disruption and recovery evidence |
| Finance ministries and donors | How much to invest and where | Spending and outcome evidence |
Productos que genera este tema
- Access and learning profiles by group
- Evaluations of foundational learning programmes
- Disruption and recovery analyses for crises
- Evidence notes for education planning
Las preguntas que se plantean los expertos.
- Who is in school, and who is actually learning?
- How do disasters, conflict and epidemics interrupt education, and what are the lasting effects?
- How does education change people’s capacity to prepare for and recover from shocks?
- Which interventions recover lost learning?
- How do skills sistemas prepare people for changing work?
Learning, disruption and capability.
Enrolment has expanded widely, but many children in school do not acquire foundational literacy and numeracy. Learning gaps follow income, gender, disability, language and location. Crises widen them: school closures interrupt learning and nutrition programmes, damaged buildings take time to rebuild, and the children most affected are usually those already behind. Learning losses can persist into adulthood as lower skills and earnings.
Educación also builds resilience. Educated households tend to have better health, more diversified livelihoods and greater ability to use warnings and information. In the capability approach, education expands the real freedoms people have to choose how to live. Skills sistemas shape whether workers can adapt as technology and cambio climático alter labour markets.
Gender shapes these effects. In many settings girls are more likely to be withdrawn from school during economic stress or displacement, and to face early marriage, while boys may be pulled into work; recovery measures that ignore these differences leave gaps that persist into adulthood.
Evidence on learning.
Learning assessments
Standardised and household-based assessments measure what children learn; comparability across sistemas is limited.
Registros escolares
Enrolment, attendance and infrastructure data from education systems; quality varies.
Impact studies
Evaluations of remedial learning, school feeding and distance learning; effects depend on context.
Limits: out-of-school and displaced children are often missing from data, and short-term test results capture only part of what education provides.
Cómo se estudia y lo que los métodos no pueden decir.
- 01Ciencias sociales y del comportamientoDiseño de encuestas para grupos de difícil acceso · Investigación cualitativa y participativaAplicado aquí
- 02Inferencia causal y evaluación de impactoEvaluación de las transferencias monetarias · Efectos de los desastres en los hogares · Evaluación de programas educativosAplicado aquí
- 03EconometríaDinámica de la pobreza con datos de panel · Incidencia de las perturbaciones de precios · Descomposición de la desigualdadAplicado aquí
- 04Estadística espacial y geoestadísticaEstimación de la pobreza en áreas pequeñas · Superposición de vulnerabilidad y amenazasAplicado aquí
Where this page’s references lead.
Los organismos y documentos con los que se lee esta página. El estado y las ediciones cambian; cada enlace lleva al organismo emisor.
Preguntas y respuestas.
What is learning poverty?
What is the capability approach?
How do crises affect education?
Does the platform design curricula?
Can remote learning replace schools in a crisis?
Why is education a risk topic?
Aporte evidencia desde esta página.
serie Reports is the Consortium’s quarterly publication. What you know about this subject can become evidence, a case or a correction in the next edition, credited to you and published under CC BY 4.0 where it is your own work.
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Aporte un método, un conjunto de datos o una pregunta.
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Documentos jurídicos.
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